Implementing Computer Technologies: Teachers' Perceptions and Practices

Autor/inn/en	Wozney, Lori; Venkatesh, Vivek; Abrami, Philip
Titel	Implementing Computer Technologies: Teachers' Perceptions and Practices
Quelle	In: Journal of Technology and Teacher Education, 14 (2006) 1, S.173-207 (35 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-7069
Schlagwörter	Foreign Countries; Teacher Attitudes; Internet; Educational Technology; Teacher Motivation; Computer Uses in Education; Teaching Methods; Questionnaires; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Kanada
Abstract	This study investigates personal and setting characteristics, teacher attitudes, and current computer technology practices among 764 elementary and secondary teachers from both private and public school sectors in Quebec. Using expectancy-value theory, the Technology Implementation Questionnaire (TIQ) was developed; it consists of 33 belief items grouped under three broad motivational categories: perceived expectancy of success, perceived value of technology use, and perceived cost of technology use. In addition, teacher demographics, teachers' current uses of technology, and availability of resources were also surveyed. The study found that: (a) expectancy of success and perceived value were the most important issues in differentiating levels of computer use among teachers; (b) personal use of computers outside of teaching activities was the most significant predictor of teacher use of technology in the classroom; and (c) teachers' use of computer technologies was predominantly for "informative" (e.g., World Wide Web and CD-ROM) and "expressive" (e.g., word processing) purposes. Results are interpreted in light of the extent to which the expectancy-value model can explain the variation in teacher beliefs related to computer technology use. As a heuristic, the core of our model of technology use reduces to a simple teacher motivation "equation": (.39 [derivative] Expectancy) + (.15 [derivative] Value) - (.14 [derivative] Cost) = Technology Use. (Author).
Anmerkungen	Association for the Advancement of Computing in Education, P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10